Mar 29, 2024  
2019-2020 Van Loan Catalog 
    
2019-2020 Van Loan Catalog [ARCHIVED CATALOG]

Course Descriptions


 
  
  • EDL 739 - Culture and Change in School Organizations


    This course is designed to engage aspiring and practicing school leaders in a review of the core elements of school culture and the central role it plays in the change process. Students will analyze the symbols of culture, the roles of lore and tradition, rituals and ceremonies, and roles of stakeholders. Against this backdrop of understanding, the course will lead students through an analysis of how the school leader can engage the school culture to maximize the effectiveness and ultimate success of organizational change initiatives. From this course, students will have opportunity to identify a framework and to develop the tools and processes needed to transform their schools from bureaucracies into dynamic learning organizations.

    Credits: 3
  
  • EDL 740 - Inquiry for Decision Making


    This advanced doctoral level course is designed to give students the opportunity to discuss, expand, and apply what has been learned in other courses concerning inquiry in higher education. The course topics focus upon providing information for decision support through such activities as applied research, assessment, institutional research, and planning. The primary goal of the course is to prepare students to assess or supervise the assessment of programs, services, facilities, student outcomes, etc.; to identify information needs and obtain pertinent and accurate information that will assist in the decision-making process; to design and implement applied research and assessment tools to analyze, synthesize, and interpret information from multiple sources; to communicate information to others and to apply relevant information to the processes of supervision, program development, policy formation, budgeting, etc.

    Credits: 3
  
  • EDL 742 - Advance Finance and Budget Issues for Educational Leaders


    The school finance and budget course is essential for district administrators or school administrators. Responsible for the ethical and strategic use of resources, the school finance and budget administrator cannot completely delegate financial responsibility to another office. Thus, this course will cover a broad range of topics designed to acquaint students with the fundamentals of funding formulas, accounting procedures, procurement regulations, taxation principles, fiduciary oversight, audits, and general management of state and local funding formulas. Developing skills necessary to manage the complete financial program of a district and, in turn, a school will be a major focus of this course.

    Credits: 3
  
  • EDL 744 - Emergent Legal Issues for Educational Leaders


    Administrators must understand the laws that govern the operation and conduct of their organizations as they work in a highly litigious society. This course will explore the relevant legal principles that govern the operation, organization, and administration of school districts and schools. Students will gain knowledge about legal issues that will help them in effectively
    perform their professional duties effectively within the boundaries of constitutional, statutory, and case law.

    Credits: 3
  
  • EDL 745 - Principles of School Finance in the US and Internationally


    This course is designed to provide both aspiring and practicing PreK-12 school leaders in the US and other countries with a social historical examination of the development of public schooling. From this review, students will discern the dynamic connection between the ever-changing needs of the national and local society with consequent demands on its schools. The course draws attention to the power dynamic between decision makers and the intended target of those decisions. Class sessions will provide opportunities for discussion and reflection on the lessons of history for contemporary school leaders.

    Credits: 3
  
  • EDL 746 - Finance, Budget, and Operations


    The objective of this course is to introduce students to the financial operations process within private colleges and universities. The financial statements will be examined in depth in accordance with Generally Accepted Accounting Principles (GAAP). Students will develop skills and strategies for interpreting financial statements and other publicly available data to evaluate the performance of an institution. Additionally, students will examine external reporting requirements and IRS compliance initiatives. Access to capital markets and other debt strategies will be examined, and students will learn to develop debt strategies appropriate to the institution. Students will learn how to develop a financial model to link strategic planning to the budgeting process to assure allocation of resources that meets the institution’s current and long-term needs. The course also examines other key areas within the financial area, including human resource management, fundraising, and risk management.

    Credits: 3
  
  • EDL 748 - Concepts and Case Studies in School Leadership


    This course is designed to help students develop an advanced understanding of how learning and developmental theories define the role of an instructional leader. The focus of the course will be on how students learn, what motivates learners, and how the design and delivery of the curriculum is influenced by these factors and the leader’s role in advancing
    academic achievement.

    Credits: 3
  
  • EDL 752 - Research Methods III: Mixed Methods


    This course is an advanced seminar on what is usually called “mixed method” research - research that combines qualitative and quantitative approaches. The seminar will deal with advanced topics, and will provide doctoral students with guidance in integrating qualitative and quantitative methods and perspectives of their dissertation study. The course focuses on both conceptual issues surrounding the use of mixed methods in social science research and analysis of data using mixed methods. Instructors will either supply students with data from national sources or students will use their own research data they are collecting for their dissertation study. Although the course will involve scrutiny of published research throughout, students are expected to develop skills in mixed-method research by engaging in actual analysis of data using mixed methods. Thus, the course will blend conceptualization, design, and analysis.

    Credits: 3
  
  • EDL 752A - Research Methods III: Program Evaluation/Action Research


    This course provides a comprehensive overview of program evaluation and action research theory and method. It describes how program evaluation and action research can be used in district and school improvement. The steps for conceptualizing, designing, implementing, and analyzing a substantive program evaluation and action research project are explicated and examples of district-based and school-based projects will be explored. 

    Credits: 3
  
  • EDL 753 - Research Methods IV: Issues in Research


    This doctoral seminar course is designed for novice researchers engaged in dissertation research. Drawing on student experiences and questions from their current research, the course is designed to focus on the practical “how-to” as well as the complex ontological, epistemological, methodological, and ethical issues inherent in field work, analysis and report writing. Topics may include: research paradigms, philosophical approaches, access, ethics, analysis, and trustworthiness. 

    Credits: 3
  
  • EDL 755A - Dissertation Study Part I


    This course is designed to provide guidance, support and mentoring to the Ed.D. degree candidate throughout the dissertation process. The course will involve a comprehensive and detailed review of the process of implementing the approved dissertation proposal, including preparation and planning, identification/development of data-gathering instruments, strategies for ensuring standards for reliability and validity of the research study, strategies for data analysis and interpretation, and protocols of dissertation research writing. Note: This course is Pass/Fail. 

    Credits: 3
  
  • EDL 755B - Dissertation Study Part II


    This course is designed to provide guidance, support and mentoring to the Ed.D. degree candidate throughout the dissertation process. The course will involve a comprehensive and detailed review of the process of implementing the approved dissertation proposal, including preparation and planning, identification/development of data-gathering instruments, strategies for ensuring standards for reliability and validity of the research study, strategies for data analysis and interpretation, and protocols of dissertation research writing. This course is Pass/Fail. 

    Credits: 3
  
  • EDL 755C - Dissertation Study Part III


    This course is designed to provide guidance, support and mentoring to the Ed.D. degree candidate throughout the dissertation process. The course will involve a comprehensive and detailed review of the process of implementing the approved dissertation proposal, including preparation and planning, identification/development of data-gathering instruments, strategies for ensuring standards for reliability and validity of the research study, strategies for data analysis and interpretation, and protocols of dissertation research writing. Note: This course is Pass/Fail. 
     

    Credits: 3
  
  • EDL 760 - Student Development: History and Issues


    Students will examine the field of college student development from historical, philosophical and managerial perspectives. Students will explore the changing demographics of the modern student and its impact on student development operations. Students will examine major student development theories applicable to higher education. This examination will focus on ethical standards, legal issues, campus safety practices as well as the development and management of student development programming. Finally, students will discuss the various professional roles and responsibilities of student development professionals.

    Credits: 3
  
  • EDL 762 - Leading in a Technological World


    Education leaders are faced with the implication of understanding the constant changing technologies and trends while making the right decisions for their institutions for competitive advantage, growth and retention. At the same time, leaders are faced with making sure the internal organizational structure can accommodate and support these technologies. This course provides the foundations of understanding, planning, organizing and executing the selection of technologies specific to education. The course will provide an overview of techniques and skills that can be applied to technology selection in such areas as: organizational complexity, integrated work processes, risk management, change management and innovation.

    Credits: 3
  
  • EDL 764 - Theories and Practice in Academic Leadership


    An overview of the key academic issues in 21st century higher education. This course examines a range of topics including twenty-first century challenges and essential learning outcomes, curriculum trends and development, best practices in teaching and learning, planning and assessment strategies, and global competencies.

    Credits: 3
  
  • EDL 768 - Teaching, Learning & Institutional Culture in Higher Education


    This course will focus on current trends in supporting faculty work in higher education, including work life and the faculty roles of research, service, and teaching. Emphasis will be on the teaching and learning mission of higher education. While the material is applicable to all institutions of higher education, emphasis will be on faculty development in small colleges. Students will read key articles and works on the theoretical bases of professional development and research and read on the current, innovative trends in the field.

    Credits: 3
  
  • EDL 770A - Administrative Apprenticeship: Part I


    The administrative apprenticeship provides students at Endicott College with professionally supervised, consistent and comprehensive exposure to the roles and functions of a wide variety of administrative offices in PreK-12 leadership. The apprenticeship is structured to introduce participants to contemporary administrative issues, problems, and practices in PreK-12 leadership and to refine leadership skills and competencies. The apprenticeship provides students with first-hand experience from which they can become better informed regarding the diversity and complexity of administrative functions and leadership roles. It offers students opportunities to construct from theoretical, research, and practical knowledge their own conceptual frameworks for understanding how small colleges and universities work. This course provides a structure that allows students to engage in administrative responsibilities under continuous supervision. Between EDL770 A and B, students will have a minimum of 500 hours of apprenticeship, which will be documented by the student and submitted at the end of the class with the remaining course requirements. Students will work out the logistics with the respective colleges and will have them approved by their Apprenticeship Faculty and the Director of the Ed.D. program. Note: This course is Pass/Fail.

    Credits: 3
  
  • EDL 770B - Administrative Apprenticeship: Part II


    The administrative apprenticeship provides students at Endicott College with professionally supervised, consistent and comprehensive exposure to the roles and functions of a wide variety of administrative offices in PreK-12 leadership. The apprenticeship is structured to introduce participants to contemporary administrative issues, problems, and practices in PreK-12 leadership and to refine leadership skills and competencies. The apprenticeship provides students with first-hand experience from which they can become better informed regarding the diversity and complexity of administrative functions and leadership roles. It offers students opportunities to construct from theoretical, research, and practical knowledge their own conceptual frameworks for understanding how small colleges and universities work. This course provides a structure that allows students to engage in administrative responsibilities under continuous supervision. Between EDL770 A and B, students will have a minimum of 500 hours of apprenticeship, which will be documented by the student and submitted at the end of the class with the remaining course requirements. Students will work out the logistics with the respective colleges and will have them approved by their Apprenticeship Faculty and the Director of the Ed.D. program. Note: This course is Pass/Fail.
     

    Credits: 3
  
  • EDL 771A - Administrative Apprenticeship Higher Education: Part I


    The administrative apprenticeship provides students at Endicott College with professionally supervised, consistent and comprehensive exposure to the roles and functions of a wide variety of administrative offices in higher education. The apprenticeship is structured to introduce participants to contemporary administrative issues, problems, and practices in higher education and to refine leadership skills and competencies. The apprenticeship provides students with first-hand experience from which they can become better informed regarding the diversity and complexity of administrative functions and leadership roles in small colleges. It offers students opportunities to construct from theoretical, research, and practical knowledge their own conceptual frameworks for understanding how small colleges and universities work. This course provides a structure that allows students to engage in adminstrative responsibilities under continuous supervision. Between EDL771 A and B, students will have a minimum of 224 hours of apprenticeship, which will be documented by the student and submitted at the end of the class with the remaining course requirements. Students will work out the logistics with the respective colleges and will have them approved by their Directed Study Faculty and the Director of the Ed.D. program. Note: This course is Pass/Fail.

    Prerequisites & Notes
    18 credits of doctoral study. Permission of the program director.

    Credits: 3
  
  • EDL 771B - Administrative Apprenticeship Higher Education: Part II


    The administrative apprenticeship provides students at Endicott College with professionally supervised, consistent and comprehensive exposure to the roles and functions of a wide variety of administrative offices in higher education. The apprenticeship is structured to introduce participants to contemporary administrative issues, problems, and practices in higher education and to refine leadership skills and competencies. The apprenticeship provides students with first-hand experience from which they can become better informed regarding the diversity and complexity of administrative functions and leadership roles in small colleges. It offers students opportunities to construct from theoretical, research, and practical knowledge their own conceptual frameworks for understanding how small colleges and universities work. This course provides a structure that allows students to engage in adminstrative responsibilities under continuous supervision. Between EDL771 A and B, students will have a minimum of 224 hours of apprenticeship, which will be documented by the student and submitted at the end of the class with the remaining course requirements. Students will work out the logistics with the respective colleges and will have them approved by their Directed Study Faculty and the Director of the Ed.D. program. Note: This course is Pass/Fail.

    Prerequisites & Notes
    18 credits of doctoral study. Permission of the program director.

    Credits: 3
  
  • EDL 782 - Dissertation Continuation


    This course is designed to provide guidance, support, and mentoring to the Ed.D. degree candidate throughout the dissertation process. The course will involve a comprehensive and detailed review of the process of implementing the approved dissertation proposal, including preparation and planning, identification/development of data-gathering instruments, strategies for ensuring standards for reliability and validity of the research study, strategies for data analysis and interpretation, and protocols of dissertation research writing.

     

    *Students continue to re-register each semester for Dissertation Continuation until completion.

    Credits: 0

  
  • EDM 200 - Culture and Identity


    Culture shapes how we make meaning of ourselves and the world around us. This class explores how our identity is impacted by the interplay of our ethnic, class, religion, gender and educational backgrounds. We will explore how we participate in the production of culture through our interactions with others and participation in multiple communities. Special emphasis will be given to under- standing how the process of education shapes the larger culture and our own identities.

    Credits: 3
  
  • EDM 300 - Education and Democracy


    This course explores the design, implementation, and evaluation of education policy as a primary means for engaging more active, inclusive and effective approaches to social inquiry and civic participation. Understanding how democracy shapes current educational policy in public, charter and private school setting will be explored. Students work to design innovative, principled, educationally sound and politically feasible responses to significant civic concerns.

    Credits: 3
  
  • EDM 301 - Montessori Educational Philosophy


    This course will provide students with an in-depth study of the life and times of the woman, Maria Montessori.The unique contribution of the Montessori learning environment and how it reflects her philosophy and methodology will be looked at both from a historical perspective and from today’s global educational landscape. The students will also be exposed to the principles and techniques of other contemporary educational practices, together with those of educators and philosophers of the past. 

    Credits: 3
  
  • EDM 400 - Action Research


    Action research is a component of reflective practice and professional learning that is grounded in an ethical commitment to improving one’s own teaching. Action research will be introduced as a natural component of a teacher’s professional development and reflective practice. Students will design and conduct action research projects to better understand and improve teacher behaviors, learning outcomes, school improvement, curriculum, professional practice and the democratic principles of education.
     

    Credits: 3
  
  • EDN 500 - Child and Adolescent Development


    This course studies the development of the child from infancy through adolescence,   examining major cognitive, physiological, emotional, and social changes that occur during this period.  It articulates how factors within the child, family, and broader society shape the process of development. Students will acquire knowledge of developmental changes in children and adolescents, analyze developmental theories, examine developmental processes, interpret developmental research, and apply this knowledge to their work with children.

    Credits: 3
  
  • EDN 520 - Technology in Education


    This course explores the major concepts related to instructional computing as well as the impact technology has on education. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for Technology.

    Credits: 3
  
  • EDN 525 - Integrating Health, PE, and the Arts


    A survey course designed for educators to explore concepts related to personal and family health. The course is designed to explore the physical, emotional, and social aspects of everyday living. Students will experientially explore health concepts through various visual and performing art mediums in an effort to integrate and communicate concepts, information, and ideas with application to educational settings and curriculum development. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks for Arts and Comprehensive Health.

    Credits: 3
  
  • EDN 530 - Sheltered English Immersion


    The purpose of this course is to prepare Massachusetts educators with the knowledge and skills to effectively shelter content instruction so that the growing population of English language learners (ELLs) can access curriculum, achieve success, and contribute their multilingual and multicultural resources as participants and future leaders in the 21st century global economy.

    Credits: 3
  
  • EDN 570 - Classroom Management


    This course focuses on developing ways to create positive learning environments for all students. Participants will learn effective instructional and behavioral management strategies and be able to cultivate social competence and academic achievement. Participants will develop the knowledge, training and strategies necessary to administer successful classroom management and discipline for students who exhibit a wide range of behavioral needs and characteristics and will study how to prevent and address discipline problems and how to increase productive student behavior. Participants will be expected to reflect, through personal writing, their personal beliefs regarding effective classroom and school management. They will become skilled at preparing students with special needs for inclusion in a variety of educational situations and will be required to craft a classroom management plan for a student with special needs.

    Credits: 3
  
  • EDN 575 - Data Literacy


    Collecting, recording, and analyzing student data helps teachers make decisions about instruction including when it is working and when adjustments need to be made. Federal and state mandates, including the Elementary and Secondary Education Act, the Common Core State Standards, and the Massachusetts Professional Standards for Teachers require the collection and reporting of student data which is used to evaluate schools, students, and teachers. This course will prepare teachers to become skillful at the regular use of different data sources to improve teaching and learning and to work on school based data teams.

    Credits: 3
  
  • EDN 680 - Research Methods


    This course is designed to acquaint graduate students with the design, analysis, and interpretation of research in the social sciences with a focus in the area of reading. Emphasis will be given to the development of empirical questions from theory, research design and control, construction of survey instruments, statistical analysis, and interpretation of results. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.

    Credits: 3
  
  • EDN 685 - Policy Analysis, Leadership, and Change Processes


    This course will provide students an opportunity to develop a diverse set of perspectives for analyzing organizations and for taking effective leadership in them. The primary focus of the course is on understanding the various dynamics that affect the operation of educational organizations. Specifically, leadership theory, change theory, organizational behavior, and policy analysis will be introduced. Learning to use multiple perspectives in the organization will give students opportunities and skills to reflect on their roles as educators, while expanding the set of possible choices they have for taking actions and leadership.

    Credits: 3
  
  • EDN 690 - Advanced Seminar in Education


    The course is designed to enhance the knowledge base for professionals in an era of school restructuring, technological innovation, and social change. Teachers and administrators will learn first-hand about innovative practices and recent research in the field. Topics include: student self-assessment, teacher reflection, cooperative learning, mentoring, the use of technology in schools, home-school communication, inclusion to support learning diversity, and the challenge of school restructuring. Areas covered include learning theory, curriculum design, classroom atmosphere, instructional strategies, among others. This course also covers the dilemma children face who are experiencing difficulty in learning situations because of ethnic group frustrations in the community, problems of social adjustment, socio-economic inequities, and learning gaps. The role of the school in facilitating the program for children of various cultures to become valued members of the community is discussed. Activities, content, and materials are related to the current and relevant Massachusetts Curriculum Frameworks.

    Credits: 3
  
  • ELM 500 - Instructional Strategies in Elementary Education


    This course will examine the role of the effective elementary education teacher. Topics covered will include study in developing effective learning and instruction critical to the child’s developmental level using active modes of learning within an integrated curriculum. Students will develop skills in identifying relevant subject material from early literacy, language arts, mathematics, science, social studies, and the arts, and they will learn how to adapt instruction for students with special needs. Activities, content, and materials are related to the current Massachusetts Curriculum Frameworks.

    Credits: 3
  
  • ELM 530 - Humanities Methods in Early Childhood and Elementary Education


    This course investigates the content knowledge and methods related to teaching the humanities including English, History,  Social Studies and Social Science. Participants will study the relevant Massachusetts Frameworks and specifically explore ways of designing and personalizing curriculum and instruction.

    Credits: 3
  
  • ELM 550 - Curriculum and Assessment in Practice: Elementary Education (Pre-Practicum)


    This course studies the principles and techniques of assessment and curriculum development. It includes a presentation of curriculum theory and assessment with reference to curriculum-based, diagnostic,  formative, and summative assessment. The goal of this course is to provide each student with opportunities to understand and integrate assessment into curriculum design, and successful practice. Activities, content, and materials are related to the current and Massachusetts Curriculum Frameworks.  A 50 hour pre-practicum experience is required as part of this course.

    Credits: 3
  
  • ELM 560 - Practicum in Elementary Education


    This course consists of a 300-hour practicum experience for those pursuing an initial licensure program. Teacher candidates will apply acquired instructional methodologies in a classroom setting under the combined supervision of a supervising practitioner and the program supervisor.  A minimum of three scheduled seminar meetings between the student, the program supervisor, and the supervising practitioner is also required.  Guidelines for the practicum are described in the practicum handbook.  The assessment of the student is based on the Candidate Assessment of Performance (CAP) and the Massachusetts Department of Education Professional Standards for Teachers (PSTs).

    Credits: 3
  
  • ELM 565 - Reflective Seminar in Elementary Education


    This seminar is taken concurrently with its respective Practicum Experience course. The seminar discussions build student’s reflective capacities as they integrate knowledge of students, assessment, and curriculum into effective pedagogies. It provides a forum for introspection, professional dialogue, and collaborative problem solving. The specific course outline is jointly created by students and the faculty in response to the student’s needs and their work in the field. Activities, content, and materials address the Massachusetts Professional Standards for Teachers.

    Credits: 3
  
  • ENG 099 - Introduction to College Writing


    A preparatory course designed to develop writing skills, building upon the student’s knowledge of grammar, sentence mechanics and paragraph development, and focusing on the short essay form. Credits do not count toward degree requirements.

    Prerequisites & Notes
    Appropriate placement test score.

    Credits: 3
  
  • ENG 102 - Introduction to Literary Studies


    This course offers an introduction to the fundamentals of literary study. The course focuses on interpretation and criticism of fiction, poetry and drama. Critical methodologies for literary analysis, literary terminology, and appropriate research methods are also examined.  Satisfies the Literary Perspectives General Education and Writing Designated core requirements.​

    Credits: 3
  
  • ENG 103 - Speech


    Development of effective speaking and speechwriting skills. To accomplish this, students will write and deliver speeches with the guidance and encouragement of the instructor and peers. Satisfies the Writing Designated core requirement. 

    Credits: 3
  
  • ENG 106 - English Communication


    This course is intended for students whose skills are between upper intermediate and advanced level. It reflects the fast changing world of business with materials from authentic sources. Students study business topics and acquire proficiency in written and oral communication. Students learn about the cause of communication breakdowns and how to avoid them through effective listening and note taking. They analyze case studies, role play authentic business situations and begin to understand the effects different styles of management have on business outcomes. 

    Credits: 3
  
  • ENG 108 - Introduction to Creative Writing


    Students are introduced to the art of creative writing through reading the creative works of a variety of authors. The course also covers essential aspects of writing fiction, poetry, drama, essays, and memoirs. Students explore the creative writing process which is the discovery of ideas for writing, and find inspiration in the things they read and in everyday life. The course also examines genres suited to the themes and images that ideas engender. Open to all students, but required of English majors concentrating in creative writing and creative writing minors. Satisfies the Aesthetic Awareness and Creative Expression General Education and Writing Designated core requirements.

    Credits: 3
  
  • ENG 111 - Critical Reading and Writing I


    Introduces the fundamentals of critical reading and writing. The course helps students assess the arguments of others for their logic and use of evidence, and to form well-reasoned arguments of their own. Through regular drafts and revision, students learn to develop and defend positions on issues, incorporate and explain evidence to support those positions, and express their ideas in clearly written essays. Satisfies the Writing Designated Core requirement.

    Credits: 3
  
  • ENG 112 - Critical Reading and Writing II


    Builds on the skills of critical reading and writing introduced in ENG 111, ENG 112 requires students to locate and select evidence from primary and secondary sources and to synthesize multiple perspectives on a problem. Students survey the conversation on a selected topic in an annotated bibliography and literature review, and enter that conversation by developing their own argument in a final research essay. Satisfies the Writing Designated Core requirement.

    Credits: 3
  
  • ENG 203 - Early American Literature


    Surveys American literature from the pre-contact period to the Civil War, focusing on how significant literary and diverse cultural texts from this period reflect the struggles of a growing nation. Students read and analyze indigenous creation stories, exploration accounts, autobiographies, sermons, diaries, letters, public documents, and other narratives, frequently paired in order to discover alternate viewpoints. Satisfies the Literary Perspectives General Education requirement.

    Credits: 3
  
  • ENG 208 - Writing Poetry I


    A course designed to give students practice in writing poetry. Its aim is to develop students’ skill and confidence in writing by studying selected examples of good writing. Satisfies the Aesthetic Awareness and Creative Expression General Education and Writing Designated core requirements.

    Credits: 3
  
  • ENG 209 - Writing Short Fiction I


    Writing of short stories and one-act plays through which students come to recognize the elements that combine to create clear, dramatic, specific and truthful works. Writers read their own works and the works of others to help find their own voice, theme, and style. Satisfies the Aesthetic Awareness and Creative Expression General Education and Writing Designated core requirements.
     

    Credits: 3
  
  • ENG 220 - American Short Story Cycles


    Introduction to the genre of the short story cycle through class discussions and essay writing, students will discover the various ways writers have found to create short story cycles or unified short story collections: recurring themes, characters, settings, and plot patterns are some of the unifying elements that will be examined. Representative writers may include Sherwood Anderson, Ernest Hemingway, John Steinbeck, Flannery O’Connor, Louise Erdrich, and Richard Wright. Satisfies the Arts and Humanities and Writing Designated core requirements.

    Credits: 3
  
  • ENG 227 - African-American Literature


    Explores the writings of African-American authors in the genres of poetry, fiction, nonfiction, autobiography, and drama from the 18th century to the present. Students will study the cultural and spiritual forces that shaped African-American literature; the literature’s connection to slavery and its abolition, Reconstruction, segregation, and the Civil Rights movement; and its impact on American culture. Texts include slave narratives, poetry and fiction from the Harlem Renaissance, and works representing black realism, naturalism, modernism, and postmodernism. Satisfies the Literary Perspectives General Education requirement.

    Credits: 3
  
  • ENG 230 - Rebels and Misfits


    This course will closely analyze the motives of characters who defy authority or their times in selected stories, novellas, poems and films. Examination of characters who choose to drop out or are ostracized will also be conducted, deciding who deserves our sympathy and why. Satisfies the Arts and Humanities and Writing Designated core requirements.

    Credits: 3
  
  • ENG 235 - Twentieth Century Fiction


    A brief introduction to the art of fiction followed by close readings of modern master works. American short stories and novels will be compared to masterpieces from other cultures in order to view fiction as an international phenomenon and, even within nations (such as the United States), as multicultural in nature. Satisfies the Arts and Humanities core requirement.

    Credits: 3
  
  • ENG 240 - Boston in Literature and Film


    Examines portrayals of Boston in fiction, memoirs, poetry, and film. Students study how authors and filmmakers imagine, remember, and document the city, and use their work to comment on Boston’s history and culture, its social geography, its promise and shortcomings. Texts include classic and contemporary works, including examples of Boston noir fiction and film. Satisfies the Literary Perspectives General Education and Writing Designated core requirements.

    Credits: 3
  
  • ENG 312 - Literature for Children


    Examines the genre of children’s literature from a variety of historical, social, and cultural perspectives. Satisfies Literary Perspectives General Education and Writing Designated core requirements.

    Credits: 3
  
  • ENG 313 - World Literature


    An exploration of major works of world literature from the 17th century through the present. The course will examine representative literature through the lens of genre, theme, major figures, minority voices, major events, literary periods, or national origins. Possible topics include Eastern, Western, African, Asian, Australian, Latin American, and Russian literature. Students may take more than one section of this course as long as the topic is different from one section to the next. Satisfies the Arts and Humanities and Writing Designated core requirements.

    Credits: 3
  
  • ENG 315 - Women Writers


    Study of literature by and about women including the diverse images and roles of women as they are recorded by representative writers in America and England. Reading selections reflect the diversity of ethnic and racial traditions in the United States and the variety of social, political, and economic backgrounds of women’s experience. Satisfies Literary Perspectives General Education and Writing Designated core requirements. 

    Credits: 3
  
  • ENG 334 - Writing Lives


    Offers students the opportunity to explore the art of writing autobiography and biography. Class time will be devoted to writing exercises and discussing professional and student writing. Students will also be encouraged to give a public reading of their work. Satisfies Literary Perspectives General Education and Writing Designated core requirements. 

    Prerequisites & Notes
    A previous creative writing class at Endicott or instructor’s permission. 

    Credits: 3
  
  • ENTP 503 - Family Business


    Family businesses are the cornerstone of the United States economy, and these businesses require a different type of structure, management, and accountability. This course will be devoted to the operation of a family business, including historic, financial, strategy, operation, succession planning, and marketing.

    Credits: 3
  
  • ENTP 505 - Franchising


    The franchising business model plays a major role in our national economy providing 18 million jobs and directly and indirectly generating over $2.1 trillion annually. Currently there are an estimated 3000 franchisors in 300 industries operating in the United States. Franchising has also become a significant factor in the global economy as U.S. companies expand internationally and international entrepreneurs introduce new franchised concepts in the United States. Consequently, an understanding of the franchising model is valuable to a potential franchisor, franchisee or competitor of a franchised concept. This course will provide an introduction to the world of franchising. The franchising model will be examined from the perspectives of both the franchisor and franchisee with attention given to the franchisee-franchisor relationship. The course will also address legal aspects of franchising as well challenges and opportunities of international operations. 

    Credits: 3
  
  • ENTP 513 - Entrepreneurial Enterprise


    The purpose of this course is to learn about how entrepreneurs find the one idea that leads them to success. Tools that are needed to spot the idea and manage it successfully will be imparted in this class. Additionally, there will be a particular focus on the “entrepreneurial manager” and the personal skills needed to manage innovation and the development of new ideas, products, and services within an organization. As a result, this class will focus simultaneously on the concept of creative innovation as well as the traditional business aspects of bringing a new idea to market.

    Credits: 3
  
  • ENTP 526 - Entrepreneurial Marketing


    Marketing has taken on a different texture in today’s business world. Marketing now includes such activities as social media, blogging, tweeting, guerilla marketing, viral marketing, buzz marketing in addition to the more traditional forms of marketing. These new forms of marketing are a blessing and curse because it requires the savvy entrepreneur to manage marketing activity in a completely different manner. Additionally, this course will focus on entrepreneurial marketing and how marketing efforts can influence or create new markets to meet consumer demand. 

    Credits: 3
  
  • ENTP 530 - Entrepreneurial Venture Finance


    Venture financing is one of the most important aspects of an entrepreneur’s efforts. Without financing, there is not much that can happen. Often referred to as seed or start-up financing, the entrepreneur has to be fortunate enough to be able to finance the venture on his/her own or savvy enough to raise capital either through bank loans, personal loans or venture capital. The course will cover the basic concept of venture financing.

    Credits: 3
  
  • ENV 150 - Environmental Issues


    Environmental changes and consequences that accompany anthropogenic development and industrialization will be discussed. The student actively participate in a chronological and systematic investigation of the connections and relationship between ecological systems, energy, raw materials, western industrialization, environmental degradation, and third world population. The content of the course ultimately serve to establish an historical reference point that will allow for analysis of current environmental status and national policy.

    Credits: 3
  
  • ENV 216 - Natural Disasters and Catastrophes


    A survey of Earth’s surface processes, the course examines the causes, locations, and effects of natural and man-made hazards through scientific inquiry and investigation. A focus on mitigation strategies is an important component of this course. Understanding natural hazards as natural processes fosters civic literacy locally, nationally, and globally. Satisfies Global Issues General Education requirement.

    Credits: 3
  
  • ENV 220 - Environmental Science


    Relationships between the living and nonliving components of Arctic, Tropical and temperate ecosystems are discovered and compared. Effects of global and local occurrences on the origin and distribution of species and modern practices of conservation are emphasized. The laboratory includes campus fieldwork and local field trips. Prior science study preferred but not required. Class, 3 hours: 2 hours per week (Lecture: 3 cr, Lab: 1 cr.) Must be registered for lecture and lab sections. 

    Prerequisites & Notes
    BIO130/130L or ENV140, or permission of instructor.

    Credits: 3
  
  • ENV 220L - Environmental Science Lab


    Relationships between the living and nonliving components of Arctic, Tropical and temperate ecosystems are discovered and compared. Effects of global and local occurrences on the origin and distribution of species and modern practices of conservation are emphasized. The laboratory includes campus fieldwork and local field trips. Prior science study preferred but not required. Class, 3 hours: 2 hours per week (Lecture: 3 cr, Lab: 1 cr.) Must be registered for lecture and lab sections. 

    Credits: 1
  
  • ENV 312 - Environmental Health


    This course offers a general introduction to the ecological basis of health and disease including, but not limited to, environmental hazards such as toxic and infectious agents that contaminate our air, water, food, and work place. Policy required for regulation and strategies for mediation are also discussed. Satisfies the Global Issues General Education requirement.

    Credits: 3
  
  • ENV 375 - Environmental Economics


    This course introduces ecological economics as a trans-disciplinary study with a framework that includes economic, social, and environmental problem solving. The course serves two broad goals: First, to establish a knowledge base in environmental/ecological economics; second, to acquire problem solving skills to address complex social challenges related to the interface of the environment and economics.

    Prerequisites & Notes
    At least one college level ENV or ECON course, or permission of instructor.
     

    Credits: 3
  
  • ESL 23 - Business English I (Offered in Spain)


    This course introduces students to Business English at an intermediate level. It aims to provide the business vocabulary students require to participate effectively in business courses and in the world of work. It combines the most recent ideas from the world of business with a strongly task based approach. Students develop their communication skills in presentations, meetings, negotiations telephoning and social English. Credits for this course do not count towards a degree.

    Credits: 3
  
  • ESL 24 - Business English II (Offered in Spain)


    This course takes students from intermediate level to upper intermediate level. It is intended for students who are interested in increasing their knowledge of Business practice and concepts. Authentic material and an intensive task based approach helps students to feel more confident in areas of communication. Students discuss case studies and report their recommendations emulating authentic business situations. Credits for this course do not count towards a degree.

    Credits: 3
  
  • ESL 25 - Business English III (Offered in Spain)


    This course introduces students to upper intermediate business English. It builds on the skills introduced in Business English II and prepares the students for English Communication. Students continue to study business topics and acquire business vocabulary. They write business letters, reports, press releases, agendas, minutes and summarize articles from business magazines and newspapers. Credits for this course do not count towards a degree.

    Credits: 3
  
  • ESL 34 - Business English IV (Offered in Spain)


    This course is intended for students whose skills are between upper intermediate and advanced level. It reflects the fast changing world of business with materials from authentic sources. Students study business topics and acquire proficiency in written and oral communication. They study case studies, practice group work situations and give presentations which all helps to improve their business communication. Credits for this course do not count towards a degree.

    Credits: 3
  
  • ESL 88 - English as a Second Language I (Offered in Spain)


    This course is an intermediate level general English course taken simultaneously with Elements of Writing I. Task-based language activities are introduced in short readings and film segments which simulate real situations which the students are likely to encounter. Grammar is taught using oral, written and interactive exercises. Credits for this course do not count towards a degree.

    Credits: 3
  
  • ESL 89 - English as a Second Language II (Offered in Spain)


    This general English course takes the students from intermediate to upper intermediate level. It aims to continue to build upon the skills acquired in English as a Second Language I. Task-based language activities are introduced in short readings, and film segments which simulate real situations which the students are likely to encounter. Grammar is taught using oral, written and interactive exercises. Credits for this course do not count towards a degree.

    Credits: 3
  
  • ESL 90 - English as a Second Language III (Offered in Spain)


    This course is a continuation of English as a Second Language II and provides students with the opportunity to improve their academic writing skills in preparation for more advanced courses that will require research papers. The text focuses on the writing modes, rhetorical devices, and language points required for academic success. Paragraph structure is reviewed and students are prepared to write three - and four- paragraph essays. In addition, basic grammatical structures are constantly reviewed. Credits for this course do not count towards a degree.

    Credits: 3
  
  • ESL 91 - Elements of Writing I (Offered in Spain)


    Students are introduced to the process approach to writing and keep a portfolio of their work. Revision techniques are practiced; students address grammatical issues within the context of their writing. Credits for this course do not count towards a degree.

    Credits: 3
  
  • ESL 92 - Elements of Writing II (Offered in Spain)


    The course continues to develop the skills introduced in Academic Writing I. Students develop a portfolio of their work. In addition, some of the writing assignments are in response to readings, and the final paper involves the use of outside sources. The goal is to prepare students for College Writing Seminar. Credits for this course do not count towards a degree.

    Credits: 3
  
  • ESL 99 - Transitions to Academic Writing I (Offered in Boston)


    This course serves as a transitional writing course for English Language Learners. Students will build on advanced English language skills focusing on communication skills in an academic setting.   Students will develop writing skills, while focusing on grammar, punctuation, sentence structure, reading skills, and essay development (revising and editing their work). Students will be introduced to information literacy skills to access library and online database resources.

    Credits: 3
  
  • ESL 100 - Transitions to Academic Writing II (Offered in Boston)


    This credit bearing course serves as the most advanced level for English Language Learners who demonstrate academic proficiency in English.   This course will continue to refine advanced college writing skills in an academic setting, and will use college level readings and writing assignments to demonstrate a mastery of college level writing proficiency.

    Credits: 3
  
  • EXM 696 - Educator Licensure Comprehensive Exam


    The purpose of the comprehensive exam is to demonstrate knowledge of the substantive issues, key research questions, theories, empirical evidence, and implications related to the student’s graduate education licensure coursework and requires artifacts from across their course of study. The foundation of the exam are the Massachusetts Professional Standards for Teachers which guide all teacher licensure programs.

    Credits: 0
  
  • EXM 700 - Comprehensive Examination


    The purpose of the comprehensive exam is to demonstrate knowledge of the substantive issues, key research questions, theory, empirical evidence, and implications related to a specific area.

    Credits: 0
  
  • FNCE 520 - Commercial Lending and Banking


    The objective of this course is to introduce students to the world of commercial credit analysis & loan review. Topics covered will include; loans to business or commercial & industrial loans (C & I loans), loans for the acquisition and construction of real estate for resale (A & C loans), small business lending and asset based lending. The role of the credit analyst within the underwriting process and the responsibilities of the commercial lenders and senior management will be discussed. In addition to instruction, students will have the opportunity to work in groups on assigned handouts from the real world of commercial banking. Student questions are always welcome and common sense is a priority.

    Credits: 3
  
  • FNCE 521 - Financial Reporting and Analysis


    This financial course is designed to provide the analytical framework needed to understand and evaluate financial statements, employ and interpret financial ratios, and perform basic financial analysis. We will examine the current financial statements and ratios of companies to assess their profitability and risk and to identify the connections between their strategic decisions and their financial footprints. ”Profit” is examined through a critical lens.

    Credits: 3
  
  • FNCE 560 - Evaluating Capital Investments


    This course focuses on the financial-economic analysis of corporate investment decisions. One of the most important decisions a firm makes is how to best allocate its capital resources. Business managers need to be able to analyze and communicate the value impact of proposed capital expenditures and strategic decisions. We will explore such topics as discounted cash-flow analysis, alternative decision criteria, mutually exclusive investments, lease vs. buy decisions, monte-carlo simulation and real options.

    Credits: 3
  
  • FNCE 570 - Financial Markets and Institutions


    This course is intended to help you understand the role of financial institutions and markets play in the business environment that you will face in the future. It also helps you to develop a series of applications of principles from finance and economics that explore the connection between financial markets, financial institutions and the economy. On the financial markets side, we will learn about the role of money and the importance of interest rates in determining economic activity; determinants of level of interest rates. On the institutions side, we will learn commercial banks, investment banks, insurance companies, mutual funds, the Federal Reserve Systems and their role of in the economy. We analyze issues in innovation and regulation with basic principles of financial economics. Recent events are used to illustrate concepts and develop analytical skills.

    Credits: 3
  
  • FNCE 580 - Investment Analysis and Portfolio Management


    This course acquaints MBA students with the theoretical and more practical aspects of investment analysis, for security selection and portfolio managment purposes. The goal is to expose students to material that any participant in the investments industry-from private investor to pension fund consultant to portfolio manager-will find useful. We also explore active vs. passive investment strategies, fundamental vs. technical analysis, trading practices, and performance evaluation. The role of futures and options in hedging and speculation will be explored. Students are expected to become familiar with current events in the financial news. The course includes a deeper coverage of some tools that are familiar from the first finance course (Financial Management) and, mostly, other tools not seen previously in the curriculum.

    Credits: 3
  
  • HCMT 530 - Healthcare: Across the Continuum and Trending Topics


    The U.S. health care system constitutes a significant portion of our nation’s economy, accounting for approximately $3.0 trillion in 2014. According to the U.S Department of Labor, there are more than twelve million jobs in hospitals, physician offices, pharmacies, home health service providers and nursing homes. This estimate does not include many of the important support services that focus on insurance, reimbursement, compliance, regulation, and more. If a person “works in healthcare,” that can mean anything from the direct bedside care of a patient in a hospital, managing an ambulance and transport company, selling and marketing a new medication, or lobbying government offices for policy or regulatory changes. This course will explore the multiple layers of the healthcare industry and expose students to facets that may not be obvious through routine interactions. In addition, because nothing in healthcare remains static, we will focus on trending news items and how they may affect policies, payments, or patient care.

    Credits: 3
  
  • HCMT 550 - American Health Policy


    The healthcare system is the U.S. is complex, highly regulated and influenced by numerous stakeholder groups and special interests. This course will introduce students to the historical public policy context in which our current system operates, including how legislation is made and the role state and federal governments play. The course will explore how the healthcare delivery system is structured and regulated with a special emphasis on how public policies have, and continue to, influence healthcare delivery and innovation. In addition, the course will cover the financing of healthcare-both public and private-and explore the rising costs of healthcare. After covering issues surrounding quality, access to care and the uninsured, the course will delve into understanding the recently passed healthcare reform law and its impact on key healthcare stakeholders.

    Credits: 3
  
  • HCMT 560 - Healthcare Finance


    The U.S. healthcare system is financed by every facet of society: individuals, businesses and government. This course will decipher the complex underpinnings of our system from a financing perspective, with a focus on who pays for it, how it’s paid for, who generates the costs and what does the future hold. The course will review the basics of managerial accounting in a healthcare setting, understanding balance sheets and financial statements and analyzing financial conditions of healthcare organizations. The course will also cover what goes into costs in a healthcare system, including labor costs, acquisition costs, regulation and insurance. The course will also explore the role and types of healthcare insurance in more detail, with an emphasis on contracting, cost-shifting and the role of government. After examining current and innovative payment structures, the course will take a macroeconomic view of the current landscape to examine what may happen under health reform. While the course will touch on the principles of healthcare economics, prior experience with economics is not a prerequisite.

    Credits: 3
  
  • HCMT 570 - Health Informatics and Health IT Systems


    Advances in technology have greatly impacted the organization, delivery and management of healthcare. This course will explore the basic tenets of health informatics, with an emphasis on how managers can use and leverage information technology to successfully lead their organization. The course will review the health informatics landscape and the fundamentals of using information technology, including the regulations that govern its use, such as the Health Information Portability and Accountability Act. Issues of interoperability, security, privacy and confidentiality will be addressed, as will the federal “meaningful use” guidelines. The advent of electronic medical records has given rise to new advances in computerized physician order entry, clinical decision support and quality improvement initiatives. Importantly, the course will also explore the future of health informatics, including the impact on patient decision making and the rise in telemedicine. Throughout the course, students will explore the operations management principles necessary to successfully manage their informatics infrastructure for peak organizational performance.

    Prerequisites & Notes
    students will explore the operations management principles necessary to successfully manage their informatics infrastructure for peak organizational performance.”

    Credits: 3
  
  • HCMT 580 - Regulation and Strategic Planning


    Many industries in the U.S. are regulated - airlines, utilities, automobiles - but few are impacted as greatly by various and often competing regulations as the U.S. healthcare system. As such, a successful leader in healthcare must understand the complex regulatory environment in order to strategically plan for her or his company’s growth and ensure the ultimate goal of any healthcare delivery system - the delivery of quality, patient-centered care. This course will provide students with a broad and fundamental understanding of the various regulations (federal, state and local) guiding and impacting the U.S. healthcare system with a focus on how to think strategically and critically about the management and growth of healthcare companies. The course will focus on regulations impacting hospitals and provider groups, but will also review the regulatory landscape for health insurance companies and life sciences companies. Throughout the course, there will be an emphasis on risk management in the context of identifying, measuring and managing risk, especially the use of data to develop a comprehensive risk management strategy. Students will become familiar with the strategies used in healthcare management to proactively and reactively manage various regulations, stakeholders and risks.

    Credits: 3
  
  • HEDL 500 - History of Higher Education


    This course will engage students in an examination of the historical foundations of the American system of higher education from its colonial roots serving a small number of the privileged elite to the current-day dynamic system of institutions serving large numbers of students with increasingly diverse learning needs and career goals. Course participants will trace this systemic evolution within the framework of three major developments that spanned the 20 th century: the expansion and diversification of knowledge, the expansion of student enrollments with increasingly diverse learning needs, and the expansion and diversification of program delivery models.

    Credits: 3
  
  • HEDL 501 - Theories of Higher Education Leadership


    Higher education leadership in the 21st occurs in one of constant and ever-evolving change. This course will focus on the necessity of higher education leaders having the understanding of theories of higher education leadership, including ongoing challenges, the state of contemporary higher education, and be open to continually learning. The focus of this course will also be to provide foundational focus or the study of higher education leadership theory and research, including emphasizing collaboration, character, and empowering all constituencies. Additionally, this course focuses on contemporary issues in higher education by identifying the integrative nature of the historical, philosophical, and sociological forces that have shaped and continue to shape United States higher education leadership.

    Credits: 3
  
  • HEDL 502 - Evolving Roles of the Professoriate in Higher Education


    This course examines the contemporary, research-based issues of the evolving role of the professoriate in of higher education. Focus is on understanding historical and current structures, cultures, policies, and purpose for the roles of faculty in post-secondary settings. Understanding these evolving roles and perspectives of higher education will be used as the foundation to reflect on the implications for the future of higher education personnel and current issues facing the 21st century professoriate in higher education. Students will study current patterns and trends of the evolving roles of the professoriate in higher education and to understand and participate effectively in addressing current challenges in higher education and provide research-based proposals to promote quality higher education.

    Credits: 3
  
  • HEDL 510 - Professional and Personal Development for Leaders


    This course focuses on developing one’s understanding of professional and personal development for leaders. Additional focus will be on the understanding adult development throughout the life span and its implications for educational leadership and practice. Research supports that educators at every level must interact with adults and an appreciation for the developmental tasks of career and personal and cycles is essential. Course content is designed to stimulate thinking about how to promote growth and transformation in leadership skills in one’s professional and personal life.

    Credits: 3
  
  • HEDL 511 - Professional Communications in Higher Education


    The overall goal of this course is to develop research-based professional communication skills and knowledge. Theory about professional communication to enhance understanding about communication in higher education will be the focus. In addition to research in this area, focus will also be on application of these skills. These skills include the ability to deliver excellent presentations, skills necessary to organize, implement, and evaluate effective meetings that produce results, all appropriate high level written communication skills such as writing executive memos, as well as technical papers, and overall clear and appropriate business writing. Further, this course explores the importance of interpersonal communication and encourages exploration and identification of one’s own communication style and behavioral tendencies through measures of adapting to differences in different settings.

    Credits: 3
  
  • HEDL 512 - The Role of Faculty in Colleges and Universities


    This course focuses on the various aspects of the professoriate. These various roles include, teaching, scholarship, service to the organization, as well as service for special projects, as necessary. College teaching is a profession built on professional knowledge and skills, including content expertise, practice/clinical skills, and research expertise. These skills are critical and are the foundation for all college faculty. Therefore, the ever-evolving role of the professoriate in colleges and universities and how this role is tied to other aspects of the college or university such as the financial realm, will also be researched. Additionally, skills necessary for success in the role of the professoriate in 21 st century higher education will be explored. Students will study research around the critical role of faculty in colleges and universities and gain skills necessary to participate effectively the future development of a quality 21 st century higher education system.

    Credits: 3
  
  • HEDL 520 - Legal Issues in Higher Education


    The purpose of this course is to introduce students to laws and legal issues that impact higher education. By the end of the course, students should have a substantive understanding of the broad regulatory landscape impacting colleges and universities, both public and private, and be able to recognize when a legal issue presents itself in situations involving students, faculty, or administration. An exploration of the legal frameworks that impact the administration of postsecondary educational institutions will be a focus. Legal issues pertaining to the various constituents of colleges and universities - students, faculty, and administrators will constitute the major focus of this course.

    Credits: 3
 

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